Achieve learning objectives. Instructors need not be as neutral as facilitators, but you should strive to bring out the voices in the group, saving "teaching" behaviors until the group has explored the subject.

Note: If you must participate, change hats by letting the group know that you are shifting roles and will participate briefly. Do this only if you are actually a member of the group.

Focus on group process. Is the group repeating itself? Are all members who wish to participating? Is the discussion staying on track and on time?

Explain what you see happening, and ask participants to confirm if their experience is the same. Be factual and specific. Avoid blaming or criticizing indivudals.

Summarize what is being said.

In a low-level summary, you simply to say back to the group what it said.

Example: "So Bill agrees with Michelle that this suggestion would be too costly."

In a high-level summary, you tell the group what you think their discussion means.

Example: "So Bill, it sounds like you are concerned about what this decision ultimately means for the future of this project. Is that right?" Note: Following a high-level summary, confirm your interpretation with the speaker(s).

Ask questions to open up discussion, to help the group to decide whether their process is working, or to think about new directions.

Closed-ended questions (yes/no or factual) are useful for summarizing or reality checks, but they don't elicit much input.